Dual coding theory and education.

The old and popular notion of the brain as a kind of muscle which strengthens with repeated use (also known as faculty theory) is now largely discredited. Research, dating back to William James towards the end of the 19th Century, shows that long hours spent memorizing does not build up the powers of memory at all, and, on the contrary, may even diminish it. This is not to say that individual memories cannot be strengthened by repetition, but that, as James found, daily training in the memorization of a poetry of one author, for example, does not improves a persons ability to learn the poetry of another author, or poetry in general.

What is Dual Coding Theory? - YouTube

...ted by short-term memory. However, if one processes an item in both the verbal and pictorial channels, one can remember ? plus y items. This specific phenomenon is known as the additivity hypothesis (=-=Paivio 1975-=-). In demonstrating this effect, Paivio (1975) presented participants with a long list of items involving pictures and words, and subsequently asked them to recall as many items as possible. There wer...

learning_theories:dual_coding_theory [Learning Theories]

Human memory is fundamentally associative, meaning that a new piece of information is remembered better if it can be associated with previously acquired knowledge that is already firmly anchored in memory. The more personally meaningful the association, the more effective the encoding and . Elaborate processing that emphasizes meaning and associations that are familiar tends to leads to improved . On the other hand, information that a person finds difficult to understand cannot be readily associated with already acquired knowledge, and so will usually be poorly remembered, and may even be remembered in a distorted form due to the effort to comprehend its meaning and associations. For example, given a list of words like "thread", "sewing", "haystack", "sharp", "point", "syringe", "pin", "pierce", "injection" and "knitting", people often also (incorrectly) remember the word "needle" through a process of association.

Dual-coding theory | Psychology Wiki | FANDOM …

Other researchers have investigated the basis for source judgments and, specifically, the relationship between item and source memory judgments. According to the source monitoring framework proposed by Johnson, Hashroudi, & Lindsay (1993), source judgments involve a complex decision-making process that relies on different kinds of information – perceptual, semantic, contextual, affective and cognitive – which may vary from vague to vivid, depending on the nature of a particular memory. Although many studies have shown that item recognition and source memory performance are dissociable between different subject populations and, with different manipulations, within populations (see examples above), the source-monitoring framework does not imply that item recognition and source monitoring are entirely independent tasks. Rather, accurate item recognition tasks require some degree of source information, since participants must distinguish whether they recognize stimuli (e.g., words) from the current experiment or from previous experience (e.g., everyday exposure). Dodson & Johnson (1996) suggest that the relationship between recognition and source judgments is a complex one, and that participants may infer source, even when they do not actually recollect it, based on a combination of their sense of familiarity with the item and their knowledge of characteristics of the test environment. However, accurate item recognition judgments require much less specific information than source judgments; little more than familiarity may be sufficient to distinguish old from new items.

Bilingual Dual Coding Theory and Memory - …

Two organizations that are making the leap to dual coding are Vanderbilt University Medical Center in Nashville, Tennessee, and the University of Utah Hospitals and Clinics. In both cases, the goal is to get coders up to speed and ensure the proper systems and processes are in place to lessen the blow on revenues and productivity.

Dual Coding Theory | Nervous System | Psychological …

Because of the associative nature of memory, encoding can be improved by a strategy of organization of memory called elaboration, in which new pieces of information are associated with other information already recorded in , thus incorporating them into a broader, coherent narrative which is already familiar. An example of this kind of elaboration is the use of mnemonics, which are verbal, visual or auditory associations with other, easy-to-remember constructs, which can then be related back to the data that is to be remembered. Rhymes, acronymns, acrostics and codes can all be used in this way. Common examples are Roy G. Biv to remember the order of the colours of the rainbow, or Every Good Boy Deserves Favour for the musical notes on the lines of the treble clef, which most people find easier to remember than the original list of colours or letters. When we use mnemonic devices, we are effectively passing facts through the hippocampus several times, so that it can keep strengthening the associations, and therefore improve the likelihood of subsequent memory .

Dual coding and bilingual memory - ScienceDirect

Troyer et al (1999) make a distinction between associative source information and organizational source information. Associative source information is more closely tied to the stimulus itself (e.g., whether a male or female voice spoke a particular word), while organizational source information is more independent of the stimulus (e.g., where on the screen a word appeared). One would suspect that associative source information is more likely to be processed at the same time and through the same pathways as the item itself. Therefore we are likely to see less of a discrepancy between item and source memory when the source-monitoring task involves associative source information than organizational information. Modality should be closely bound to the item itself (i.e., associative source information), and therefore less vulnerable to memory errors. This is particularly true in the current experiment, since items are presented in different forms in the two modalities under investigation (i.e., as pictures in the visual modality and as words in the auditory modality). The dual-coding hypothesis of memory (Galotti, 1999, pp. 287-288) predicts that the pictures will be stored verbally as well as visually, but the visual image should help differentiate visual from auditory stimuli during the source-monitoring task. The close association between stimuli and modality of presentation, combined with the fact that source is being processed incidentally in the current experiment, led us to predict a close relationship between item and source memory performance across conditions.